“…From a pedagogical point of view, the strong (post-) positivist focus on finding a mind that is "truly gifted" is questionable and could obscure the "how" and "when" (Jackson, 2000;Porath, 2013; L. T. Rose, Daley, & Rose, 2011) in meeting the advanced learning needs that exist only when a given learning context is taken into account. Moreover, researchers have also questioned the ethical implications of categorizing students into gifted versus those not so identified, often described as "non-gifted" (e.g., Barab & Plucker, 2002;Borland, 2013;Matthews, Ritchotte, & Jolly, 2014;Sutherland, 2012). While it is still emerging, a major shift concerning the symbolic nature of "gifted" is apparent (Lo & Porath, 2017).…”